Sustainable Development Goals in Early Childhood Education. Empowering Young Girls to Bridge the Gender Gap in Science

The present study is evaluative research on the program INFACIENCIA: From the girls of today to the women scientists of tomorrow. Its aim is to increase knowledge about relevant women scientists among the entire educational community and, specifically, to help children in gaining an inclusive image of science, i.e., one that values and shows female talent. The evaluation of this program is based upon qualitative research techniques, such as semi-structured interviews, in order to give voice to everyone involved. In this paper we focus on teachers’ and families’ perspectives. Findings show that when young children actively learn science, they develop positive attitudes towards it. At the same time, it is revealed how learning about women scientists boosts a positive socialization context where egalitarian knowledge and attitudes towards science can be acquired. Participating teachers value the experience since there are still very few coeducational school interventions focused on young children. Participating families have increased their knowledge of women scientists they barely knew before and believe that these women deserve public appreciation. To conclude, INFACIENCIA has been regarded as a very positive experience both by teachers and families, thus claiming for it to be carried out again.

Pengaruh Perilaku Bullying terhadap Empati Ditinjau dari Tipe Sekolah

Semakin tahun perilaku bullying semakin meningkat baik secara verbal, fisik maupun psikologi. Bullying merupakan tindakan intimidasi yang dilakukan pihak yang lebih kuat terhadap pihak yang lebih lemah. Salah satu faktor dari perilaku bullying adalah kemampuan empati yang rendah. Tujuan penelitian ini adalah mengetahui apakah ada perbedaan perilaku bullying pada tipe single sex school dan coeducational schools setelah dikendalikan oleh empati. Metode yang digunakan dalam penelitian ini adalah kuantitatif uji ancova, dengan skala perilaku bullying dan skala empati Interpersonal Reactivity Index (IRI. Jumlah subjek sebanyak 385 santri perempuan dengan teknik cluster random sampling. Hasil penelitian menunjukkan adanya perbedaan perilaku bullying ditinjau dari tipe sekolah single sex school dan coeducational school setelah dikendalikan oleh empati nilai signifikansi sebesar 0,001 ( P ≤ 0,05 = 0,001 ≤ 0,05). Besaraan sumbagan pengendalian empati terhadap perilaku bullying hanya sebesar 3,3% sisanya dipengaruhi faktor lain yang tidak dijelaskan pada penulis pada penelitian ini. Kata kunci : Perilaku bullying, empati, dan tipe sekolah More years of bullying behavior is increasing both verbally, physically and psychologically. Bullying is an act of intimidation by a stronger party against a weaker party. One factor of bullying behavior is low empathy. The purpose of this study was to find out whether there are differences in bullying behavior on single sex school type and coeducational schools after being controlled by empathy. The method used in this study is quantitative ancova test, with the scale of bullying behavior and empathy scale Interpersonal Reactivity Index (IRI) The number of subjects as much as 385 female santri with cluster random sampling technique.The results showed the differences in bullying behavior in the type of school single sex school And coeducational school after being controlled by empathy significance value of 0.001 (P ≤ 0.05 = 0.001 ≤ 0.05) . In addition, the contribution of empathy control to bullying behavior is only 3.3%. The rest is influenced by other factors not explained to the authors in this study.Keywords: Bullying behavior, empathy, and school type

Instructional Materials: A platform to enhance cognitive skills and writing development

This paper describes the results of an action research project carried out with irst graders at a private coeducational school in Bogotá, Colombia. The purpose of the study was to account for children’s cognitive skills and writing development when using designed instructional materials based on the Structural Cognitive Modiiability model (SCM). The findings of the research suggest that children’s cognitive skills development evolves through a three-stage ongoing cycle. The indings also reveal that they become creative writers by recalling prior knowledge and integrating L1 and L2 elements. This study shows that mediation serves as a bridge between learners’ dificulties and understanding, highlights the use of L1 as a language acquisition facilitator.

The Effects of Single-Sex and Mixed-Sex Mathematics Classes within a Coeducational School: A Reanalysis and Comment

Rowe (1988) and Rowe, Nix, and Tepper (1986) compared single-sex and mixed-sex mathematics classes within a coeducational school in one of the few studies to use a true experimental design in which students were randomly assigned to class-types, and they claimed that the study provided strong support for single-sex classes, particularly for girls. However a critical reanalysis of the results indicated that the randomly assigned class-type intervention had relatively little effect on mathematics achievement or attitudes, and that at least some of the significant effects favoured mixed-sex classes. Furthermore the limited support for single-sex classes seemed to be stronger for boys than for girls. Whereas unanticipated difficulties in the research design complicate interpretations, claims that students randomly assigned to single-sex classes did better than students randomly assigned to mixed-sex classes are unwarranted.

Sex-Role Stereotypes: Children's Perceptions of Occupational Competence

Children's perception of occupational competence was studied as a measure of sex-role stereotyping. Children from Grade 1 (25 boys, 25 girls), Grade 4 (25 boys, 30 girls), and Grade 6 (25 boys, 29 girls) in single-sex schools and children from Grade 1 (15 boys, 10 girls), Grade 4 (15 boys, 11 girls), and Grade 6 (9 boys, 12 girls) in a coeducational school were asked to rate the competence of a male and a female in traditionally male occupations. There was an increase in competence ascribed to the male occupant as a function of higher grade level and an increase in competence ascribed to the female occupant as a function of type of school, with children in the coeducational school rating females higher. Older children perceived greater differences between males' and females' competence, in favour of males, as did children at single-sex schools. No significant differences due to sex of child were found.